This paper examines the role conflict experienced by the special education supervisor.* Following an historical analysis of that role, the constant comparative method is used to analyze data gathered through direct interview and participant observation. Results indicate that the special education supervisor is forced to compromise the administrative and technical assistance aspects of his/her job description. A typology of special education supervisors is presented. This model suggests that the role conflict experienced by the special education supervisor is a function of the supervisor's view of the legitimate activities of that role. A further finding of this study suggests a relationship between the degree of role conflict experienced by the special education supervisor and the perception of the supervisory effectiveness held by administrators and teachers.
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